D. Saucier, Tucker L. Jones, Stuart S. Miller, Ashley A. Schiffer, Haley D. Mills, Noah D. Renken
{"title":"Cueing Engagement: Applying the Trickle-Down Engagement Model to Instructors’ in-Class Behaviors","authors":"D. Saucier, Tucker L. Jones, Stuart S. Miller, Ashley A. Schiffer, Haley D. Mills, Noah D. Renken","doi":"10.1177/00986283221148459","DOIUrl":null,"url":null,"abstract":"The Trickle-Down Engagement Model posits that instructor engagement promotes student engagement which, in turn, has positive implications for student learning. Our goal was to provide evidence-based practical recommendations for instructors to communicate their engagement with course material to students, activating the trickle-down process. In two experiments, we used recorded mock lectures in which we manipulated instructor movement within the classroom (Study 1) and enthusiastic statements that cued instructor engagement (Study 2). In both studies, we measured student learning and assessed perceptions of the instructor's engagement, their own engagement, and the presented material. Engaged cue statements successfully communicated instructor engagement but physical movement did not. Consistent with the Trickle-Down Engagement Model and our hypotheses, perceptions of instructors’ engagement positively related to participants’ own engagement, which was also positively related to better learning outcomes. When instructors verbally communicate their engagement with course material, students are more engaged and demonstrate better learning. Channeling explicit, positive instructor engagement has numerous benefits, including enhanced student learning and educational experiences.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.7000,"publicationDate":"2023-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching of Psychology","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1177/00986283221148459","RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
The Trickle-Down Engagement Model posits that instructor engagement promotes student engagement which, in turn, has positive implications for student learning. Our goal was to provide evidence-based practical recommendations for instructors to communicate their engagement with course material to students, activating the trickle-down process. In two experiments, we used recorded mock lectures in which we manipulated instructor movement within the classroom (Study 1) and enthusiastic statements that cued instructor engagement (Study 2). In both studies, we measured student learning and assessed perceptions of the instructor's engagement, their own engagement, and the presented material. Engaged cue statements successfully communicated instructor engagement but physical movement did not. Consistent with the Trickle-Down Engagement Model and our hypotheses, perceptions of instructors’ engagement positively related to participants’ own engagement, which was also positively related to better learning outcomes. When instructors verbally communicate their engagement with course material, students are more engaged and demonstrate better learning. Channeling explicit, positive instructor engagement has numerous benefits, including enhanced student learning and educational experiences.
期刊介绍:
Basic and introductory psychology courses are the most popular electives on college campuses and a rapidly growing addition to high school curriculums. As such, Teaching of Psychology is indispensable as a source book for teaching methods and as a forum for new ideas. Dedicated to improving the learning and teaching process at all educational levels, this journal has established itself as a leading source of information and inspiration for all who teach psychology. Coverage includes empirical research on teaching and learning; studies of teacher or student characteristics; subject matter or content reviews for class use; investigations of student, course, or teacher assessment; professional problems of teachers; essays on teaching.